Transcultural-Affective Flows and Multimodal Engagements: Reimagining Pedagogy and Assessment with Adult Language Learners

Autor/inn/en	Burgess, Julianne; Rowsell, Jennifer
Titel	Transcultural-Affective Flows and Multimodal Engagements: Reimagining Pedagogy and Assessment with Adult Language Learners
Quelle	In: Language and Education, 34 (2020) 2, S.173-191 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rowsell, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1720226
Schlagwörter	Second Language Learning; Second Language Instruction; Code Switching (Language); English (Second Language); Foreign Countries; Immigrants; Refugees; Multimedia Materials; Adult Students; Affective Behavior; Teaching Methods; Land Settlement; Student Attitudes; Language Usage; Native Language; Canada + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Immigrant; Immigrantin; Immigranten; Flüchtling; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Affective disturbance; Active behaviour; Affektive Störung; Teaching method; Lehrmethode; Unterrichtsmethode; Siedlungsraum; Schülerverhalten; Sprachgebrauch; Kanada
Abstract	In this article, we present a research study with a group of newcomer and refugee learners who have resettled in the Niagara region in Canada to create new lives. Over the course of four months, we came to know the stories of fifteen adult language learners, and we witnessed their steady induction, acceptance and enjoyment of multimodal activities. Combining the notions of translanguaging and affective flows with multimodal assessment, we draw out artifactual and interview data to illuminate ways of reframing assessment making it more meaningful and agentive. We push for broader perspectives of language education and a reconceptualization of ways to teach and assess English language learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01